Say-No-to-Bullying教学设计

教学设计课文标题：SayNotoBullying单元名称：绘本教材版本：译林《跟上兔子》系列绘本授课年级：五年级教学设计的具体内容一、整体设计思路“SayNotoBullying”isapicturebook.Ithasatightplotandthewordsarenotdifficultforstudentstounderstand.Itisameaningfulbookforitisaimingatbullying,acommonphenomenonamongkids.Teacherstartsthelessonbyaskingstudentsabouttheirfeelingsandbrowsingaseriesofbullying-relatedphotos.Alltheaboveisrelatedtofeelings,aleadingthreadinthislesson.Theconceptof“bullies,bullying”isnaturallytaughtandstudentsareaskediftheyconfrontwithsuchaproblemintheirlife.Thefirsttimeofreadingisfastreadingwiththeaimtograspthemainplot.Thenfollowsdetailreading.Detailreadingprocessisaccompaniedbysuchtasksasfindthekeywordsforinformationcards,reportingroups,locaterelevantinformationinthetext,readandexperience,retell,readandshare,etc.Asforsummary,acurveofJerry’sfeelingsiscompletedandstudentsareabletoretellthestorywiththeaidofit.Withregardtofeedback,studentstalkabouthowtheyfeelandwhattheyknowfromthestory.Whenstudentsareaimingatoneparticularpage,theyareabletoexpressthoughtsmoreclearly.Basedonwhattheysay,conclusionsaremade.Itisexpectedthatsudentswillnotonlylearnthereadingstrategiesinthislesson,buttheyarealsoabletodiscussaboutandfindingsolutionsforthelife-basedproblems.二、教学目标Afterthislesson,studentsareableto...knowthemainideaofthestory理解故事大意understandthemeaningofthenewwordsandkeyphrases.Beabletousethemvialocatinginformationinthebookandworkingingroups在阅读的信息定位和小组活动过程中，对生词句进行学习并运用experienceandfeelintheprocessofreading在阅读中体验情感retellthestory复述故事talkaboutwhattheyknowfromthestory,haveacertainamountoflanguageoutputandidea-sharing谈论基于故事学到了什么，有一定的语言产出和观点分享三、教学重难点Independentreadingunderproperreadingguidance合理引导下的自主阅读Information-locatingandanalyzingabilitiesindetailedreading细节阅读中的信息定位技巧、分析能力Storyretelling复述故事Discussingaboutandfindingsolutionsforthelife-basedproblems立足于绘本，探讨生活中的问题四、教学过程Step1Gettingready1)Freetalk自由谈论Studentstalkabouthowtheyfeelwhentheyarehavinganopenclass.谈论情绪Step2Pre-reading1)Photobrowsing照片浏览Aseriesoftopic-relatedphotosisplayedandstudentstalkabouthowtheyfeelnow.Newwordssuchas“bullies,bullying,pull,tripup”aretaught.观看主题照片并谈论情绪变化2)Freetalk自由谈论Studentstalkaboutiftheyhaveseenbullyingandwhathappens.谈论霸凌在自己身边是否真实存在【设计意图：通过谈话和主题照片，以情感为线索，对孩子生活中存在的实际问题提问，从而自然导入课本，并在此过程中自然扫除文本中部分单词障碍】Step3While-reading1）Readandgetthegeneralidea泛读了解故事概要(1)Readthewholebookinsilenceandfast.快速默读全书(2)Discussinpairs.两人一组讨论(3)Tellwhatthestoryisgenerallyabout.用几句话说说故事大致内容2)Readandgetthedetailedinformation细读与小组合作(1)Workingroups.FindthekeywordsforWhatdothebulliesdoandHowdoesJerryfeel.组内填写信息卡并朗读(2)TwogroupsreportrespectivelyonwhatthebulliesdoandJerry’sfeelings.小组汇报、校对信息3)Readandlocateinformation阅读与定位信息(1)StudentsshareideasonWhydotheclassmatescuttheirhairaccordingtotheirownunderstanding.对同学剪发行为进行分析(2)Trytolocatetherelevantwordsinthetexttoanswerthisquestion.通过定位文中相关词句找出答案4)Readandexperience阅读与体验Studentsreadinaproperwaysoastoexperiencethestrengthofgroup.通过辅导朗读语气，体验文中的集体力量5）Readandthinkoutofthebook阅读与延展思考Studentstalkaboutwhattheywoulddoiftheywerepeopleinthebook.谈论帮助Jerry的其他方式6）ReadandsummarizeJerry’sfeelings阅读与总结DrawacurveofJerry’sfeelingssotosummarize.总结故事的情绪线【设计意图:通过快速浏览了解故事梗概掌握泛读技能；通过定位关键文字、小组填写信息卡等方式进行进一步细读；通过正确的阅读语气体会书中的集体力量、加深阅读体验；通过情绪线梳理脉络；通过对基于文本的霸凌现象进行交流与剖析，学会面对生活中的问题】Step4Post-reading1)Readandretell复述故事Accordingtothefeelingscurve,chooseonephaseandretellthestoryinJerry’stone.选择片段并以第一人称复述2)Chooseandshare选页分享(1)Chooseonepageinthebook.选择感触最深的一页(2)Sharethepost-feelingandknowing.分享所学所感【设计意图：在情绪线的基础上，以第一人称口吻对故事进行复述与连贯的总结；选页分享环节引导学生有切入点、有征对性地对所学、所感进行陈述】Step5Summing-upandSelf-assessing1）Getconclusionsontoday’slearningwiththehelpofhandbook.回顾手册、总结所学2）Takeanoath.宣言【设计意图：根据学生的陈述生成手册副标题,以总结所学，并通过宣言提升主题】AssigningHomeworkFinishtheanti-bullyinghandbook.Encouragestudentstocreateschool-basedhandbooks.根据“自我保护”主题视频完成校园反霸凌手册。鼓励学生制作校园主题手册四、板书设计